The Teaching Design of The Lion and the Rabbit, the Second Volume of Chinese for Grade Two of Beijing Normal University Edition

# Lesson Plan # Introduction The Lion and the Rabbit is a fable full of childlike interest. "Lion" is a fierce beast, known as "All Animals", while "Rabbit" is a docile and petite animal. The contrast between these two advantages and disadvantages is very obvious. It is impossible to solve the problem by reading aloud and inspiring students to lose their temper. Use your head and find a way to solve it. The following content is ready for your reference!

Tisch

First, a brief analysis of teaching materials:

The lion and the rabbit is the text in the fourth volume of the Chinese book published by Beijing Normal University. The lion and the rabbit is the second text in Unit 10, Use your head. The story of rabbits reminding lions to use their brains to get rid of ant bites shows that we should find ways to do things and solve problems, rather than relying on strength and losing our temper. This fairy tale is lively and interesting, and the language is concise and clear, which is easy for children to understand. The images of lions and rabbits are very vivid, especially their dialogue, manner and tone, which have great imagination. So this text just provides a good material for cultivating students' reading interest and reading the text with emotion.

Second, the teaching objectives:

1. Read the text correctly, fluently and emotionally.

By studying the text, I understand that solving problems depends not on strength and losing temper, but on thinking.

3. Understand the key words of "roar, jump, roll", "exhausted" and "become angry from embarrassment" and experience the psychological activities of the characters in the process of dialogue.

Third, the teaching focus:

1. Read the text correctly, fluently and emotionally.

2. Understand that solving problems depends not on strength and losing temper, but on thinking.

Four, teaching difficulties:

Understand that solving problems depends not on strength and losing temper, but on thinking.

Verb (abbreviation of verb) teaching process;

First, review the old lessons and learn to summarize.

1, review new words and phrases.

2. Read the text together and summarize the main contents of this text.

Second, read the text and study the performance.

1. What is the lion like in the story? Which passage introduces us to lions? Read the first paragraph and think: What kind of lion is this? (Instruct reading aloud)

Although he is arrogant, he will get into trouble. What kind of trouble did he get into?

If you are lazily sunbathing in the grass, you are suddenly crawling around by a group of red ants, which makes you ache and itch. How do you feel? What would you think? What do you want to do most now?

3. In what way did the lion drive away the red ants? What was the result? Read paragraphs 3-7 silently and use-.

Health report.

Let's look at the first method first. Read the third paragraph freely and circle the words that describe the lion's movements.

Please read these words and act as you read.

Read these words: What did you learn from the lion's behavior? (anxiety)

Understand "fatigue", guide reading aloud, and experience the lion's mood.

5. Let's look at the second way of lions. Read it all: How about this method? (OK) Where did you see it? Did he come up with the idea himself? (reminded by the rabbit)

Let's see how the rabbit reminds the lion.

At first, I saw that the lion was too tired to get rid of the red ant. How did the rabbit react? What is he laughing at? What would you think in your heart?

The lion is very anxious here. How will he react when he sees the rabbit laughing? Understanding "Become angry from embarrassment"

A lion with great strength and temper thinks he is an animal. He can't help a group of little red ants and is humiliated in front of rabbits. What did the rabbit do in the face of the angry lion? What does he mean by this sentence? Remind the lion and tell him what to do.

Read the dialogue between the lion and the rabbit in different roles.

7. Why didn't the rabbit just let the lion jump into the river? (trying to make the lion think) What does he want the lion to understand? Read the last paragraph together.

Review the contrast between the two methods of the lion and understand what the rabbit said. At first, the lion roared and jumped, and he was too tired to shake off the red ant, which showed that it was useless to rely solely on strength and temper. Later, reminded by the lion, he jumped into the river and the red ant was washed away at once. This shows that when encountering problems, he should use his brains and think of effective ways to really solve the problems. )

Third, summarize the full text and discuss it.

1. What have you gained from learning this text?

The teacher concluded: Yes, although a fierce lion is extremely powerful, it can't help the red ant with its strength and temper when it is bitten by the red ant. Finally, the rabbit reminded him that he could easily drive the red ants away in a very simple way. It seems that when we encounter problems, it is not enough to be angry, anxious and afraid. It is most important to actively use your brains and come up with simple and easy-to-use methods.

2. Children read with emotion. The teacher decided to reward everyone with a nursery rhyme.

Try to read the children's song "Don't speak without thinking" freely.

Read the children's song "Don't talk, don't think" together.

The teacher has a question. Why do you think this is? Hey! Don't speak without thinking!

Because salt melts when it meets water, the white donkey feels lighter and lighter. The cotton soaked in water will get heavier and heavier, so the black donkey falls behind. )

Very clever. Then when we encounter problems in life and study in the future, we must not only rely on strength, lose our temper, but must learn to use our brains.

extreme

Teaching objectives:

1. Read the text and imagine the psychological activities of the characters in the dialogue. Understand that it takes brains to solve problems, not just strength and temper tantrums.

Read the new words in this lesson and understand "Exhausted, angry from embarrassment".

3. Practice autonomous literacy with the step-by-step method of "recognizing-thinking-writing-using".

Teaching emphases and difficulties:

Understand what the rabbit's "smile" means. Imagine the psychological activities of the characters in the dialogue.

Teaching process:

First, animation arouses interest and introduces new courses.

1, Teacher: Hello, students! Today, the animals of the forest kingdom came to our classroom. Are you happy? Look, who's here? (Play the courseware).

2. After reading the courseware, the teacher asked: Who is here? Write (lion) on the blackboard and post a picture of the lion.

Teacher: What kind of lion is this?

Health: The lion is in the forest.

Health: it is fierce.

Health: The big lion is very powerful.

Health: ...

Teacher: A very interesting story happened between the lion and the clever and lovely rabbit.

Write the title on the blackboard (read the title with the rabbit) twice.

Second, read the text for the first time and solve new words.

Teacher: Now let's walk into the text and feel this interesting story! Please turn to page 68 gently, read the text freely and quietly, and try to solve unfamiliar words. (courseware)

2. Test words:

(1) Teacher: When listening to the students just now, the teacher found that these words are still difficult for them to read. Now, let's meet! ("recognition" on the blackboard);

1 squat: the teacher calls the roll and writes syllables on the blackboard;

2 Jump: Please read and mark.

3 exhausted: please read it raw.

Reminder: Please look at this word and add some points when you are awake. (Think about it, (Think about it on the blackboard) How to write it down? Quickly forget what you said, but remember what you wrote. What do you want to remind everyone when writing? If the book is empty, the teacher teaches the students to write on it. Can you say a word with this word? (used to write on the blackboard)

What we learned today (recognition-thinking-writing-use) is a method to guide our independent literacy, and we should use it often in the future!

There are some words in the article that the baby also wants to test everyone. Read, after reading. (Courseware demonstration)

I hate biting it, laughing with a temper, and it hurts and itches.

Third, read the text again to understand the content.

Teacher: The words are memorized home. Are you confident that you can read the text correctly and fluently? (Courseware) (Students raise their hands)

Teacher: How many paragraphs are there in the text? Let eight students read the text in turn. Students who read should pay attention to reading the text correctly.

Smooth. The rest of the children listened and wanted to know what happened between the lion and the rabbit.

Problems in reading should be corrected in time. Teacher: Sorry to interrupt-

Students read.

Teacher: What happened between the lion and the rabbit?

life

Read the text intensively and understand the sentiment.

1. Just now, we saw the tone of this lion (please read the first paragraph of the book): he is strong and has a big temper. He thinks he is a beast and doesn't care about other animals at all. One day, however, it was lying on the grass in the sun, but it was in big trouble. Please read the second paragraph of this book. )

2. The teacher concluded that a group of little red ants made it painful and itchy, and it was extremely uncomfortable. How does it deal with it? Please read the third paragraph silently and mark the words lion action with △. Students report the words they find.

Jump up, shout, jump and roll.

Everyone plays with the lion and feels that its method is ineffective.

The teacher read: the lion jumped up, roared, jumped and rolled.

Teacher: The ants are sore and itchy now. Why are they still smiling? Not bad enough!

The teacher read it again: the lion jumped up, roared, jumped and rolled.

After the performance, the teacher interviewed the students who performed well.

Teacher: What do you want to shout like this? What are you doing jumping up, yelling, jumping up and rolling around?

The student rolled over, thinking that he could crush the ants to death.

Teacher: How will you feel if you continue to do this?

Health: exhausted strength, no strength at all.

Teacher: This is "exhaustion" (speak slowly).

But the result is-

Who can read the third paragraph and give you a feeling?

Original reading ——————

Teacher: You are still very strong. It's no problem to toss for a long time.

Original reading-

All right! The teacher gave a thumbs up. This is "exhausted".

Teacher: Let's feel the scene of the lion dealing with the red ant! Read the third paragraph together.

The students were so full of energy when they first started reading, but after reading, they felt-

Teacher: This lion is amazing. At first, this painting made us feel majestic, fierce and strong ... but now we can't help the little red ant.

Teacher: How did the lion do it later (silently reading paragraphs 4-8)? Tick the sentence describing the lion with "﹏". "

Student report. Courseware demonstration

Teacher: You really know how to read.

The lion became angry from embarrassment: "What are you laughing at? This nasty thing didn't sting you, did it? " (Paragraph 5. )

What is "angry from embarrassment"?

Health: The lion is furious. (Slow down) The teacher wrote on the blackboard: Become angry from embarrassment.

Why is the lion angry? Please read this sentence angrily-

Why ashamed? Health: He has no face. Please read with your understanding. ————

Teacher: You magnificent beasts, you can't drive away the red ants. The lion became angry from embarrassment. Boys read-

Teacher: The lion has great strength and good temper, but it can't help the little red ant. The girl is reading.

The lion, who never takes other animals seriously, was bitten by a red ant this time. The rabbit is still laughing. The lion was very angry and the whole class read together.

The rabbit is sitting on the side giggling, but what is it actually laughing at?

Group communication.

Health: Lion, you are strong enough to be bullied by ants.

Health: You are still an animal. You can't even get ants down.

Health: Laughing lions can't think. ……

Do you dare to think so? Is there any way to help the lion solve the problem?

Yes, the rabbit had already figured out a way to deal with the red ant, so even if the lion became angry from embarrassment, the rabbit said with a smile. The rabbit smiled and said, "If the red ant bites me, I will jump into the water." )

Then read paragraph 7. Courseware (a word to remind the lion, blackboard writing (reminder)

It wants to do this and will do so.

Health: The rabbit must be afraid of water.

Health; The river is flowing, and the river is shallow, which will definitely wash away the ants.

Teacher: When a word reminds a lion,

Qidu: He jumped into the river, and the river immediately washed away the red ants.

Teacher: This method is really great. Jumping into the river, the river immediately became a red ant. He said to himself:

Health: I'm going to learn rabbits today.

Health: I'm so stupid, why don't I do something!

Health: I, all animals, can't look down on small animals in the future.

Yes, the rabbit giggled to make the lion understand (read together): the rabbit said on the shore, "Look, this time, strength and losing your temper alone can't solve the problem."

Do you understand, children?

I see. What health: use your head when you encounter difficulties. Write on the blackboard (thinking)

Lovely rabbits, do you want to say anything to the lion (courseware development)

Health: to solve the problem, we must first calm down.

Health: think first, then solve.

Teacher: Thank you, clever rabbit.

……

Teacher: Rabbit, you say to the lion-(shake hands).

..... (the rabbit of wisdom)

As the rabbit said, if you want to solve the problem, you have to use your head. I hope the students can actively use their brains to solve the problems around them, ok? Class is over!

Tisso

Teaching objectives:

1, read the new words in class and practice writing correctly;

2. Read the text correctly, fluently and emotionally;

3, understand the rabbit's last words, know how to encounter problems, it is not enough to rely on strength and temper, we must actively use our brains and find ways to solve the problem.

Teaching focus:

Remember new words correctly and write them.

Teaching difficulties:

1, read the text correctly, fluently and emotionally;

2. Read the text, get ideological education, and form the habit of thinking and solving problems.

Teaching preparation:

New word cards, teaching wall charts, small blackboards

Teaching time:

2 class hours

first kind

Teaching objectives:

1, read the new words in class and practice writing correctly;

2. Read the text correctly, fluently and emotionally;

3, know how to encounter problems, it is not enough to rely solely on strength and temper, you should actively use your brains and find ways to solve the problem.

Teaching focus:

Read the pronunciation correctly, read the sentences well and read the text with emotion.

Teaching difficulties:

Learn the new words in this lesson, focusing on "squatting", "fatigue", "anger" and "waking up"

Teaching process:

First of all, let's talk about the new lesson.

Today, the teacher brought two new friends to everyone. Look, who are they? (Show pictures: lion and rabbit) Do you want to make friends with them? What interesting story happened between them? Let's go into the text and read this interesting story! (Teacher's blackboard: lion and rabbit)

Second, read the text for the first time, while reading.

1, reading requirements.

(1) Choose to read quietly or silently, and read the text freely. Read new words, long sentences and words you are interested in several times.

(2) Mark the words you don't know, read them in your favorite way, use pinyin, read them while listening, ask your classmates and teachers, look them up in the dictionary and guess. ...

(3) Read the text in turn in groups, so as to read accurately and smoothly, and correct each other in groups.

2. Check literacy.

3. The teacher shows the new words and phrases in this lesson to guide reading and memory.

4, overall perception, read the text together. Question: What story is this text telling?

Third, remember the sounds, shapes and meanings of words and practice writing.

1. Read Tian Zige's new words and expand them.

2. Summarize communication literacy methods.

3, students carefully observe the font, put forward writing difficulties, teachers do key guidance. Group: The "-"signs in the upper left and middle should extend to the right. Anger, the top right is "you", don't write "mouth".

4. Teachers demonstrate writing and students describe it.

5. Students complete new words independently.

Conclusion: Read the text correctly and fluently.

Second lesson

Teaching objectives:

1, read the text with emotion.

2, understand the performance of the lion, understand the rabbit's smile, understand the truth.

Teaching focus:

Read the text with emotion.

Teaching difficulties:

Understand the performance of the lion, experience the smile of the rabbit, and understand the truth from it.

Teaching preparation:

New word cards, wall charts

Teaching process:

First, review.

1, read new words and practice expanding words by train.

Dictate the new words in this lesson.

A group of biting, exhausted, angry and annoying people reminded them to solve it.

3. Show the sentences with new words in the text and practice reading fluently.

Summarize the main contents of the text in your own language.

Second, read the text and understand the content.

1, the teacher asked: What trouble did this fierce lion encounter?

(1) Answer: The lion was bitten by a red ant.

(2) Read the second paragraph of the text and understand the word "painful and itchy".

2. Summary: Being bitten by a red ant is painful and itchy, which is really unbearable. How does a lion treat his troubles?

(1) named student feedback.

(2) Read the third paragraph of the text to inspire students to imagine and understand the lion's performance.

A. "Jump": What does the lion jump for? (I hope the red ants fall off me)

B. "Rolling": Why does the lion keep rolling? (Hope to crush red ants)

C. "Tired": Why do lions get tired? Understand that the lion can only solve the problem by strength and losing his temper, and the result is that he can't solve it with all his strength.

(3) Guide students to read the second paragraph of the text with emotion.

3. Discussion: These performances of the lion were seen by the rabbit, who squatted aside and laughed. Then what is "giggle"? What is the rabbit laughing at?

(1) Understanding: "giggle" means you can't help laughing.

(2) In the context, understand that the rabbit is laughing and the lion is bitten by a red ant. It is impossible to solve the problem by losing your temper and trying hard.

4. Guidance: What is the performance of the lion when he sees the rabbit laughing?

(1) Students speak.

(2) Introduce the fifth paragraph of the text.

(3) Understanding: "Become angry from embarrassment".

A. Anger: Why do lions get angry? (annoyed that I can't get rid of the red ant)

B. Shame: Why are lions ashamed? I'm ashamed that there's nothing I can do about red ants.

C. Anger: What did the lion say when he became angry from embarrassment? (Guide to read the fifth paragraph of the text with emotion)

5, transition: open a big lion, but can not help but walk to a group of little red ants, in front of the rabbit, the lion really lost face. What will the rabbit do in the face of an angry lion?

(1) Read the sixth paragraph by name. Guide understanding

A. "grin"-the rabbit doesn't care about the arrogance of the lion.

B. "If the red ant bites me, I will jump into the water." This is the rabbit teaching the lion how to drive away the red ants and help the lion solve the problem.

C. read the sixth paragraph of the text with emotion.

6. Introduction: Does this method mentioned by the rabbit work?

(1) Teaching feedback.

(2) Introduce the seventh paragraph of the text.

(3) Understanding: "Right away"-Right away, right away. It is very effective to understand what the rabbit said.

7. Discussion: What does the rabbit want the lion to understand by doing this? Read the last paragraph of the text.

Tell me: how do you understand what the rabbit said?

8. Summary: The rabbit did this to let the lion know that although he has great strength, when he encounters a problem, he can't solve it by strength and losing his temper. The key is to think hard and come up with an effective solution to the problem.

Third, summarize the full text.

1. Students read the text in roles with emotion.

2. Talk: What did you get from learning this story?

3. Summary: Yes, although a fierce lion is extremely powerful, his strength and temper can't help the red ant in the face of its bite. Finally, the rabbit reminded him that he could easily drive the red ants away in a very simple way. It seems that when we encounter problems, it is not enough to worry and be afraid, but it is most important to take the initiative to understand our brains and come up with simple and easy-to-use methods.

Fourth, homework

Tell this text to mom and dad.

Blackboard design:

The lion and the rabbit

Lion: Roar, jump and roll-you can't get rid of it.

Rabbit: Jump into the water and wash it away at once.

(Use your head-solve the problem)